Designed and developed a web-based training curriculum for the launch of a new Oregon Child Support System, Origin.

Taking online learning to the next level.

• managed development and updates of all online Master’s, Undergraduate, and Associate level courses• responsible for ongoing campus technology assessment, new product evaluations, acquisition negotiations(software, hardware, tech services), training and implementation• directed pilot programs to evaluate three new potential Learning Management Systems• rolled-out college branded Google Apps accounts (email, docs, calendar) to all students, faculty and staff• managed online staff and faculty training modules, developed new resource library and student orientation • carefully tracked web-analytics, course exit surveys, and exam statistics for issues and outliers • transitioned college into a ‘green campus’ by converting printed course manuals into downloadable ebooks

Developed and taught graduate level curriculum for HTH 108 (Instructional Technology), and HTH 111 (Digital Portfolios), for all teachers enrolled in the HTH Graduate School of Education. These courses ranked as “most useful” in post course evaluations, and received the highest satisfaction scores in HTH Teacher Credentialing program.Managed feedback of students, teachers, and administration to develop classroom technology ‘best practices’. Developed distance collaboration protocols between remote HTH Charter Schools’ staff. Wrote extensive tech training documentation and led in-person-training for new teacher hires, ultimately helping HTH GSE to become the first non-University affiliated state-approved credentialing body in the State of California.

Part of the founding staff, teaching a diverse curriculum focused across world culture, history, geography, english, communication, media literacy - and their many interesting intercepts. Pioneered the paperless classroom, requiring virtually all student (and teacher) work be published online in an open, transparent way encouraging community accountability, participation, feedback, and innovation. Led weekly staff technology training sessions focusing on Flash, Photoshop, Dreamweaver, blogs, RSS aggregators, virtual bulletin boards, digital portfolios, online course design, and other web technologies.Directed the Summer Bridge Program, organizing staff and preparing incoming students from different backgrounds with the necessary skills to succeed in a “High Tech” school. Interviewed and evaluated ‘model lessons’ of hundreds of new teacher applicants.

Part of a small “seed team” respondible for launching a new “High Tech” village in North County, San Diego. Instrumental in the development of the Digital Commons, an online repository of educational exemplars (both project plans and student work), exploring numerous hardware, CMS, and LMS solutions to connect the many remote campuses of HTH and showcase their projects to the world. Trained faculty to better incorporate modern web technologies into their classrooms. Helped codify and humanize what 'special education' can look like in a modern, project-based learning environment.

Founding Teacher of High Tech Middle Media Arts, one of the first High Tech High consortium of schools developed with the Gates Foundation. Taught American History, English, and Communication. Project based curriculum design. Advisory and mentoring duties. Pioneered use of blogs, aggregators, bulletin boards, and other educational technology in the classroom.

Helped establish Connections Academy as the first virtual charter school in California. Worked in a fully remote, distanced e-Learning environment. Pioneered use of open source networking tools (such as phpBB, and Blogger) to foster an academic community of connectedness between geographically diverse home-based students. Created an independent virtual writer's workshop that several students commented was their favorite part of their school experience.Discovered many bugs and submitted dozens of feature requests in Connection Academy's multi-million dollar proprietary CMS.Also assisted with recruiting and marketing ventures. We were a very small, but dynamic team, and wore many hats.

Worked one-on-one with children significantly behind grade-level reading. Immediately struck by the power of individual attention and meaningful relationships in leveraging learning.

Rather than doing a study abroad program, dropped out of college for several months to volunteer at a bilingual school in Puerto Cortes, Honduras, and served as a second grade teacher working with underprivileged students. When another American teacher failed to arrive, volunteered to stay late each day and teach the High School English classes as well.